ON THE PREVALENCE OF COMMUNICATION AND ENGLISH LANGUAGE ANXIETIES AS POSSIBLE ANTECEDENTS OF LIBRARY ANXIETY JANAKI SINNASAMY

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1 ON THE PREVALENCE OF COMMUNICATION AND ENGLISH LANGUAGE ANXIETIES AS POSSIBLE ANTECEDENTS OF LIBRARY ANXIETY JANAKI SINNASAMY FACULTY OF COMPUTER SCIENCE AND INFORMATION TECHNOLOGY UNIVERSITY OF MALAYA KUALA LUMPUR 2015

2 ON THE PREVALENCE OF COMMUNICATION AND ENGLISH LANGUAGE ANXIETIES AS POSSIBLE ANTECEDENTS OF LIBRARY ANXIETY JANAKI SINNASAMY THESIS SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY FACULTY OF COMPUTER SCIENCE AND INFORMATION TECHNOLOGY UNIVERSITY OF MALAYA KUALA LUMPUR 2015

3 UNIVERSITY OF MALAYA ORIGINAL LITERARY WORK DECLARATION Name of Candidate: JANAKI SINNASAMY (I.C/Passport No: ) Registration/Matric No: WHA Name of Degree: DOCTOR OF PHILOSOPHY Title of Project Paper/Research Report/Dissertation/Thesis ( this Work ): ON THE PREVALENCE OF COMMUNICATION AND ENGLISH LANGUAGE ANXIETIES AS POSSIBLE ANTECEDENTS OF LIBRARY ANXIETY Field of Study: LIBRARY AND INFORMATION SCIENCE I do solemnly and sincerely declare that: (1) I am the sole author/writer of this Work; (2) This Work is original; (3) Any use of any work in which copyright exists was done by way of fair dealing and for permitted purposes and any excerpt or extract from, or reference to or reproduction of any copyright work has been disclosed expressly and sufficiently and the title of the Work and its authorship have been acknowledged in this Work; (4) I do not have any actual knowledge nor do I ought reasonably to know that the making of this work constitutes an infringement of any copyright work; (5) I hereby assign all and every rights in the copyright to this Work to the University of Malaya ( UM ), who henceforth shall be owner of the copyright in this Work and that any reproduction or use in any form or by any means whatsoever is prohibited without the written consent of UM having been first had and obtained; (6) I am fully aware that if in the course of making this Work I have infringed any copyright whether intentionally or otherwise, I may be subject to legal action or any other action as may be determined by UM. Candidate s Signature Date: Subscribed and solemnly declared before, Witness s Signature Date: Name: Designation: iii

4 ABSTRACT Academic related anxieties are of relevant concern to libraries and librarians because substantial funds are spent annually to provide adequate information resources, services and facilities for students while the optimal use can be hindered by anxieties faced by students. Furthermore, a large portion of the print and electronic resources procured by the libraries are inevitably in the English language. Students in Malaysia who are nonnative speakers of English are diversified in their competency of English language. At the University of Malaya, all undergraduates are required to register and pass the Information Skills Course since The mission is to produce quality graduates who are equipped with the relevant information skills for lifelong learning. Studies however, reveal that the students are more concerned with locating materials listed in their reading lists and favored internet sources, and only then the sources in the library. Why students do not optimize the use of library resources, services, and facilities despite having knowledge of the 'know-hows' of using the library, could be probably be the influence of inherent student related anxieties. The library has to find out if other forms of anxieties inherent in students can have an effect on their behavior and attitude towards the library. The objective of this study is to investigate if the dimensions of foreign language anxiety and communication anxiety can be identified as possible antecedents of library anxiety. The model used is based on the Library Anxiety Expectation Model (LEM). Three sets of instruments used are the Malay translated versions of: (i) Library Anxiety Scale, (Skala Kebimbangan Menggunakan Perpustakaan), (ii) Foreign Language Classroom Anxiety Scale, (Skala Kebimbangan Terhadap Kelas Bahasa Inggeris) and (iii) Personal Report of Communication Apprehension, (Laporan Khendiri Kekhuatiran Komunikasi). A pilot study was carried out on 147 students. The participants for the final study consisted of 114 final year undergraduates at the University of Malaya registered during the first semester of session year 2012/2013. The results of the survey were used to address six research questions and hypotheses. The findings of this study revealed with empirical evidence that the dimensions of foreign language anxiety and communication anxiety are possible antecedents of library anxiety. Students who have inherent communication problems and who have difficulty communicating with others will be unlikely to make full use or demand services from the library. The overall conclusion of this study s findings infer that the dimensions of communication anxiety as distal antecedents mediate through the dimension Learner Anxiety of English Language anxiety and has an effect on the use of library services and seeking assistance from library staff. Students learner anxieties and their fear of communicating with other people and in public or formal situations are also brought into the library scenario. Libraries and librarians should acknowledge that students are anxious to seek assistance from librarians. More enhanced of CMC tools, gentle or non-authoritative methods of answering any queries, whether the query is face-to-face or via /online, familiarity with culture and ethnic background can be helpful in reducing anxiety. iv

5 ABSTRAK Penggunaan optimum sumber maklumat, perkhidmatan, dan kemudahan yang disediakan oleh perpustakaan untuk pelajar adalah perkara yang penting. Ini adalah kerana dana yang banyak dibelanjakan setiap tahun untuk tujuan ini. Tetapi perkara yang merisaukan perpustakaan adalah beberapa kebimbangan yang dihadapi oleh pelajar berkaitan dengan pembelajaran (akademik) boleh menghalang penggunaan optima sumber perpustakaan serta perkhidmatan dan kemudahan. Bahasa Inggeris bukah bahasa ibunda kebanyakan pelajar, manakala sebahagian besar sumber maklumat yang diperolehi oleh perpustakaan adalah dalam Bahasa Inggeris. Kekompeten pelajar di Malaysia pula adalah pada tahap yang agak jauh berbeza. Di Universiti Malaya, semua pelajar dikehendaki mendaftar dan lulus Kursus Kemahiran Maklumat sejak tahun Misinya adalah untuk melahirkan graduan berkualiti yang dilengkapi dengan kemahiran literasi maklumat untuk pembelajaran berdikari sepanjang hayat. Walau bagaimanapun, kajian menunjukkan bahawa pelajar lebih tertumpu dengan mencari bahan-bahan yang disenaraikan dalam senarai bacaan dan lebih gemari mencari sumber di Internet lebih dari sumber-sumber di perpustakaan. Mengapa pelajar tidak mengoptimumkan penggunaan sumber-sumber perpustakaan, perkhidmatan dan kemudahan walaupun mempunyai pengetahuan know-how yang secukupnya?. Ada kemungkinan pelajar dipengaruhi kebimbangan lain yang wujud pada diri sendiri atau persekitaran pelajar. Objektif kajian ini adalah untuk menyiasat jika dimensi kebimbangan bahasa asing (Inggeris) dan kebimbangan berkomunikasi ada kaitan dengan kebimbangan penggunaan perpustakaan. Model yang digunakan adalah berdasarkan Library Anxiety Expectation Model ( LEM ). Tiga set instrumen yang diterjemahkan ke Bahasa Melayu digunakan: (i) Skala Kebimbangan Menggunakan Perpustakaan, ( ii) Skala Kebimbangan Terhadap Kelas Bahasa Inggeris ( iii ) Laporan Kendiri Kekhuatiran komunikasi. Kajian awal (pilot) telah dijalankan di kalangan 147 pelajar. Untuk kajian sebenarnya, 114 pelajar tahun akhir di Universiti Malaya yang didaftarkan pada semester pertama tahun sesi 2012/2013 dipilih. Hasil kaji selidik telah digunakan untuk menangani enam persoalan kajian (research questions) dan hipotesis. Hasil kajian menunjukkan bukti empirikal bahawa dimensi kebimbangan bahasa asing sebagai antecedent distal mempengaruhi kebimbangan pelajar terhadap penggunaan perkhidmatan perpustakaan atau mendekati staf perpustakaan untuk bantuan. Pelajar yang rasa ketakutan untuk berkomunikasi dengan orang lain samada dalam situasi awam atau rasmi juga membawa kebimbangan tersebut dalam scenario perpustakaan. Pelajar sememang memerlukan bantuan perpustakaan akan tetapi kebimbangan yang dihadapi oleh mereka menyekat mereka untuk berbuat demikian. Cadangan seperti mempertingkatkan penggunaan CMC, menjawab sebarang pertanyaan, sama ada secara bersemuka atau menerusi / dalam talian, dengan kaedah sopan dan lembut adalah cara-cara yang boleh dipraktikkan.. v

6 ACKNOWLEDGEMENTS A word of gratitude and appreciation to my supervisor, Dr Noor Harun Abdul Karim, who had painstakingly guided and supervised me throughout my research. A special thanks to Dr Diljit Singh and Professor Zainab Awang Ngah for instilling this interest to pursue my doctoral studies many years ago. When I finally decided to take up this research, Dr Nor Edzan Che Nasir, was a gentle mentor. My quantitative survey and analysis would not have proceeded smoothly if not for the assistance of Koh Ai Peng. A token of appreciation to my friends, Pauziaah, Komodhi, and Sumathi who had confidence in me. To my sons Arivan & Murgan, my daughters Anandhi & Ponnie, and my husband Bala, my gratitude for understanding and managing themselves when I had to plod along with my writing. vi

7 TABLE OF CONTENTS PREFACE Title Page Original Literary Work Declaration Form Abstract Abstrak Acknowledgements Table of Contents List of Figures List of Tables List of Appendices i iii iv v vi vii xii xiii xvi CHAPTER 1 INTRODUCTION 1.1 Introduction Background Of The Study Problem Statement Research Objectives Research Design Research Questions Research Hypotheses Significance Of The Study Research Limitations Research Assumptions Definition Of Terms Organization Of The Thesis 22 CHAPTER 2 LITERATURE REVIEW 2.1 Introduction Library Anxiety Concept Of Library Anxiety Dimensions Of Library Anxiety Development And Validation Of The Library Anxiety Scale (LAS) Library Anxiety Scale Among Non-Native Speakers Of English Antecedents Of Library Anxiety 37 vii

8 Dispositional Antecedents Environmental Antecedents Foreign Language Anxiety Concept Of Foreign Language Anxiety Dimensions Of Foreign Language Anxiety Validation Of The Foreign Language Classroom Anxiety Scale (FLCAS) Antecedents Of Foreign Language Anxiety Dispositional Antecedents Environmental Antecedents Communication Anxiety Concept Of Communication Anxiety Dimensions Of Communication Anxiety Validation Of The Personal Report Of Communication Apprehension (PRCA-24) Antecedents Of Communication Anxiety Dispositional Antecedents Environmental Antecedents 67 Conceptual Framework Correlating Library Anxiety, Foreign Language Anxiety, And Communication Anxiety Summary CHAPTER 3 RESEARCH METHODS AND PROCEDURES 3.1 Introduction Research Design Research Questions And Research Hypotheses Variables Pilot Instruments Pilot Study Final Instruments Population Sample Data Collection Data Analysis Summary 97 CHAPTER 4 FINDINGS OF THE STUDY 4.1 Introduction Sample Data Analysis 102 viii

9 4.3.1 Research Question 1: Do the Malay translated 102 versions of LAS, ELCAS, and PRCA yield similar dimensions as that of the original instruments when tested among students who are non-native speakers of English? Research Question 2: Do what extent final year students experience library, language, and communication anxieties? What is the level of library anxiety? What is the level of English Language anxiety? What is the level of communication anxiety? Research Question 3: Are there statistically significant mean differences in the levels of library, language, and communication anxieties between 142 male and female students Are there statistically significant mean differences in the levels of library anxiety between male and female students? Are there statistically significant mean differences in the dimensions of English language anxiety between male and female students? Are there statistically significant mean differences in the dimensions of communication anxiety between male and female students? Research Question 4: Are there differences in the levels of library, language, and communication anxieties among students who use English, Malay, Chinese, Tamil, and Other Languages as their dominant language? Are there statistically significant mean differences in the overall level of library anxiety and the dominant language used? Are there statistically significant mean differences in the level of English Language anxiety and dominant language used? Are there statistically significant mean differences in the level of communication anxiety and dominant language used? Research Question 5: Are there statistically significant relationships among the dimensions of English Language anxiety and library anxiety? Research Question 6: Are there statistically significant relationships among the dimensions of communication anxiety and library anxiety? 171 ix

10 4.4 Summary 174 CHAPTER 5 DISCUSSION OF FINDINGS Introduction Research Hypothesis Hypothesis 1: Translated versions of instruments yield dimensions different from that of the original instruments when tested among students who are non-native speakers of English Hypothesis 2: Final year students who are nonnative speakers of English experience library, language, and communication anxieties Hypothesis 3: There are mean differences in the levels of library, language, and communication anxieties between male and female students Hypothesis 4: There are mean differences in the levels of library, language, communication anxieties when the dominant language used is English, Malay, Chinese, Tamil, and Other 201 Languages Hypothesis 5: There are significant relationships among the dimensions of English Language and library anxiety Hypothesis 6: There are significant relationships among the dimensions of communication and 210 library anxiety 5.3 Summary 213 CHAPTER CONCLUSION AND RECOMMENDATIONS Introduction Findings Implications of Findings For Library Practice Future Research Conclusion REFERENCES 228 x

11 LIST OF FIGURES 1.1 The Relationship Among The Academic Related Anxieties Antecedents Of The Anxieties Modified Library Anxiety Expectation Antecedent Model Histogram For Dimension Library Staff Barriers Histogram For Dimension Library Services Barriers Histogram For Dimension Library Resources Barriers Histogram For Dimension Affective Barriers Histogram For Dimension Internet Services Barriers Histogram For Dimension Speaking Anxiety Histogram For Dimension Classroom Anxiety Histogram For Dimension Learner Anxiety Histogram For Dimension Formal Settings Histogram For Dimension Interpersonal Conversations Histogram For Dimension Group Discussion Histogram For Dimension Public Speaking ANOVA Means Plot For Overall Mean Of English Language 159 Anxiety Associated With Dominant Language 4.14 ANOVA Means Plot For Dimension Speaking Anxiety Associated 160 With Dominant Language 4.15 ANOVA Means Plot For Dimension Classroom Anxiety Associated 161 With Dominant Language 4.16 ANOVA Means Plot For Dimension Learner Anxiety Associated 162 With Dominant Language 5.1 Library Anxiety Level In Percentage English Language Anxiety Level In Percentage Communication Anxiety Level In Percentage Correlation Between Communication Anxiety And Library Anxiety Relationship Among The Dimensions Of Library Anxiety, English Language Anxiety, And Communication Anxiety. 218 xi

12 LIST OF TABLES LIST NAME PAGE 1.1 Antecedents Of Library Anxiety Based On The Major 11 Findings Of Jiao & Onwuegbuzie 2.1 Validation of the Library Anxiety Scale (LAS) Validation of LAS Among Non-Native Speakers Of English Validation of Foreign Language Classroom Anxiety Scale 52 (FLCAS) 2.4 Validation of the Personal Report of Communication 63 Appreciation(PRCA-24) 2.5 Dispositional Antecedents Similar To All Three Academic 74 Related Anxieties 2.6 Environmental Antecedents Similar To All Three Academic 75 Related Anxieties 3.1 Independent and Dependent Variables Pilot Study: Reliability Statistics Of The Malay Translated 86 LAS (M-LAS) 3.3 Pilot Study : Factor analysis of M-LAS Pilot Study : Reliability Statistics Of The Malay Translated 89 ELCAS (M-ELCAS) 3.5 Pilot Study : Factor Analysis Of M-ELCAS Pilot Study : Reliability Statistics Of The Malay Translated 91 PRCA-24 (M-PRCA) 3.7 Pilot Study : Factor Analysis Of M-PRCA Validated Instruments For The Final Survey Sample By Gender Sample By Dominant Language Factor Structure Of M-LAS Content And Construct Validity Of M-LAS Items Of M-LAS In Relation To The Original LAS Factor Structure Of M-ELCAS Content And Construct Validity of M-ELCAS Items Of M-ELCAS In Relation To The Original FLCAS Factor Structure Of M-PRCA Content And Construct Validity of M-PRCA Items Of M-PRCA In Relation To The Original PRCA Mean Level of Library Anxiety Among Final Year 117 Undergraduates 4.13 Detailed Statements Of Dimension Library Staff Barriers Detailed Statements Of Dimension Library Services Barriers Detailed Statements Of Dimension Library Resources Barriers 122 xii

13 4.16 Detailed Statements Of Dimension Affective Barriers Detailed Statements Of Dimension Internet Services Barriers Mean Level Of English Language Anxiety Among Final 127 Year Undergraduates 4.19 Detailed Statements Of Dimension Speaking Anxiety Detailed Statements Of Dimension Classroom Anxiety Detailed Statements Of Dimension Learner Anxiety Mean Level Of Communication Anxiety Among Final Year 134 Undergraduates 4.23 Detailed Statements Of Dimension Formal Settings Detailed Statements Of Dimension Interpersonal 138 Conversations 4.25 Detailed Statements Of Dimension Group Discussion Detailed Statements Of Dimension Public Speaking Normality Tests Using Kolmogorov-Smirnov And Shapiro- Wilk Tests For The Scales M-LAS, M-ELCAS, M-PRCA 143 And Their Dimensions 4.28 Mann-Whitney U Test Results For The Effect Of Gender On Overall Library Anxiety Mann-Whitney U Test Results For The Effect Of Gender On Dimension Library Staff Barriers Mann-Whitney U Test Results For The Effect Of Gender On Dimension Affective Barriers Mann-Whitney U Test Results For The Effect Of Gender On Dimension Library Resources Barriers Mann-Whitney U Test Results For The Effect Of Gender On Dimension Library Services Barriers Mann-Whitney U Test Results For The Effect Of Gender On Dimension Internet Services Barriers T-Test Results For The Overall English Language Anxiety Between Male And Female Students T-Test Results For The Effect Of Gender On Dimension Speaking Anxiety T-Test Results For The Effect Of Gender On Dimension Classroom Anxiety T-Test Results For The Effect Of Gender On Dimension 148 Learner Anxiety 4.38 Mann-Whitney U Test Results For The Effect Of Gender On Overall Communication Anxiety Mann-Whitney U Test Results For The Effect Of Gender On Dimension Formal Settings Mann-Whitney U Test Results For The Effect Of Gender On Dimension Interpersonal Conversations Mann-Whitney U Test Results For The Effect Of Gender On Dimension Group Discussion 150 xiii

14 4.42 Mann-Whitney U Test Results For The Effect Of Gender On Dimension Public Speaking Kruskal-Wallis H Test For The Effect Of Dominant Language On Overall Library Anxiety Kruskal-Wallis H Test For The Effect Of Dominant Language On Dimension Library Staff Barriers Kruskal-Wallis H Test For The Effect Of Dominant Language On Dimension Affective Barriers Kruskal-Wallis H Test For The Effect Of Dominant Language On Dimension Library Resources Barriers Kruskal-Wallis H Test For The Effect Of Dominant Language On Dimension Library Services Barriers Kruskal-Wallis H Test For The Effect Of Dominant Language On Dimension Internet Services Barriers ANOVA Results For The Effect Of Dominant Language On Overall English Language Anxiety ANOVA Results For The Effect Of Dominant Language On Dimension Speaking Anxiety ANOVA Results For The Effect Of Dominant Language On Dimension Classroom Anxiety ANOVA Results For The Effect Of Dominant Language On Dimension Learner Anxiety Kruskal-Wallis H Test For The Effect Of Dominant Language On Overall Communication Anxiety Kruskal-Wallis H Test For The Effect Of Dominant Language On Dimension Formal Settings Kruskal-Wallis H Test For The Effect Of Dominant Language On Dimension Interpersonal Conversations Kruskal-Wallis H Test For The Effect Of Dominant Language On Dimension Group Discussion Kruskal-Wallis H Test For The Effect Of Dominant Language On Dimension Public Speaking Correlations Among Dimensions Of English Language Anxiety And Library Anxiety Correlations Among The Dimensions Of Communication Anxiety And Library Anxiety Factor Solution And Number Of Items Of Library Anxiety Scale When Tested Among Non-Native Speakers Of English Final Year Undergraduates Mean Levels For The Three 186 Anxieties 5.3 Comparison Of Mean Level Of English Language Anxiety Comparison Of Communication Anxiety Levels Gender And Mean Level Of Communication Anxiety Comparison of Communication Anxiety Levels Among Malaysians 206 xiv

15 LIST OF APPENDICES APPENDIX NAME PAGE A Pilot Study Content and Construct Validity 238 B Malay Translated Instruments 253 C Final Instruments 259 xv

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